2001 Wadsworth a division of Thomson Learning Inc

© 2001 Wadsworth, a division of Thomson Learning, Inc Understanding Interpersonal and Organizational Communication 1

© 2001 Wadsworth, a division of Thomson Learning, Inc Organizational Communication Upward Communication • Serial communication – MUM effect – open-door policy • Attitude survey • Suggestion box • Liaison 2

© 2001 Wadsworth, a division of Thomson Learning, Inc Organizational Communication Downward Communication • • Meetings Memo Phone call E-mail Bulletin board Employee handbook Intranet 3

© 2001 Wadsworth, a division of Thomson Learning, Inc Organizational Communication Horizontal Communication • Grapevine – – single-strand pattern gossip pattern probability pattern cluster pattern • Rumor 4

© 2001 Wadsworth, a division of Thomson Learning, Inc Problem Area I Intended Message Versus Message Sent • Think about what you want to communicate • Practice what you want to communicate • Learn better communication skills 5

© 2001 Wadsworth, a division of Thomson Learning, Inc Problem Area II Message Sent Versus Message Received • • Actual words used Communication channel Noise Nonverbal cues Paralanguage Artifacts Amount of information 6

© 2001 Wadsworth, a division of Thomson Learning, Inc Actual Words Used • The word “fine” – to describe jewelry – to describe the weather – to describe food or sex • The applicant was a: – – female girl babe woman 7

© 2001 Wadsworth, a division of Thomson Learning, Inc Use concrete words and ask how the other person might interpret your message • Avoid such words as: – as soon as possible – I’ll be back soon – I’ll be out for a while • Why not be specific? – Avoid confrontation – “test the water” – Avoid being the bad guy (MUM effect) 8

© 2001 Wadsworth, a division of Thomson Learning, Inc Gender Differences in Communication (Tannen, 1986 & 1990) • Men – – – Talk about major events Tell the main point Are more direct Use “uh-huh” to agree Are comfortable with silence – Concentrate on the words spoken – Sidetrack unpleasant topics • Women – – – Talk about daily life Provide details Are more indirect Use “uh-huh” to listen Are less comfortable with silence – Concentrate on nonverbal cues and paralanguage – Focus on unpleasant topics 9

© 2001 Wadsworth, a division of Thomson Learning, Inc Communication Channels • Oral – in-person – word-of-mouth – answering machine • Nonverbal • Written – personal letter/memo – general letter/memo – e-mail 10

© 2001 Wadsworth, a division of Thomson Learning, Inc Noise • • Actual noise Appropriateness of the channel Bias Feelings about the person communicating • Mood • Perceived motives 11

© 2001 Wadsworth, a division of Thomson Learning, Inc Nonverbal Cues • Are ambiguous • Those that aren’t, are called emblems • Gender and cultural differences are common • Nonverbal cues are thought to be 80% of the message received 12

© 2001 Wadsworth, a division of Thomson Learning, Inc Nonverbal Cues Include • • Eye contact Expressions Micro-expressions Posture Arm and leg use Motion Touching 13

© 2001 Wadsworth, a division of Thomson Learning, Inc Use of Space • Intimacy zone – 0 to 18 inches – close relationships • Personal distance zone – 18 inches to 4 feet – friends and acquaintances • Social distance zone – 4 to 12 feet – business contacts and strangers • Public distance zone – 12 to 25 feet 14

© 2001 Wadsworth, a division of Thomson Learning, Inc Use of Time • Being late • Leaving a meeting early • Setting aside time for a meeting • Multi-tasking (working while talking) 15

© 2001 Wadsworth, a division of Thomson Learning, Inc Basic Assumptions About Nonverbal Cues & Paralanguage • People are different in their use of nonverbal cues and paralanguage • Standard differences among people reveal information about the person • Changes in a person’s style reveal new messages 16

© 2001 Wadsworth, a division of Thomson Learning, Inc Paralanguage • • • Rate of speech Loudness Intonation Amount of talking Voice pitch Pauses 17

© 2001 Wadsworth, a division of Thomson Learning, Inc The Importance of Inflection • • I did not say Bill stole your car. I did not say Bill store your car. I did not say Bill stole your car. 18

© 2001 Wadsworth, a division of Thomson Learning, Inc Artifacts • Our office – décor – desk placement • What we wear – – clothing accessories hair styles tattoos • The car we drive • The house we live in 19

© 2001 Wadsworth, a division of Thomson Learning, Inc The Amount of Information When we have too much information, we tend to: • Assimilate • Sharpen • Level 20

© 2001 Wadsworth, a division of Thomson Learning, Inc The Amount of Information Reactions to Information Overload • • • Omission Error Queuing Escape Use of a gatekeeper Use of multiple channels 21

© 2001 Wadsworth, a division of Thomson Learning, Inc Problem Area III Message Received Versus Message Interpreted • • • Listening Skills Listening Style Emotional State Cognitive Ability Bias 22

© 2001 Wadsworth, a division of Thomson Learning, Inc The Importance of Listening • 70% of a manager’s job is spent communicating • Of that time – – 9% is spent writing 16% is spent reading 30% is spent speaking 45% is spent listening 23

© 2001 Wadsworth, a division of Thomson Learning, Inc Listening Skills • Stop talking and listen • Show the speaker you want to listen • Empathize with the speaker • Don’t ask excessive questions • Remove distractions • Keep an open mind • Use appropriate nonverbal cues • Let the other person finish speaking • Try to understand what the other person means 24

© 2001 Wadsworth, a division of Thomson Learning, Inc Listening Styles (Geier & Downey, 1980) • • • Leisure Inclusive Stylistic Technical Empathic Nonconforming 25

© 2001 Wadsworth, a division of Thomson Learning, Inc Other Factors • Emotional State – – – Anger Fear Anxiety Excitement Love • Bias • Cognitive Ability • Drugs and Alcohol 26

© 2001 Wadsworth, a division of Thomson Learning, Inc Writing is easiest to read when it: • has short sentences • uses simple rather than complicated words • uses common rather than unusual words 27